CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is the most important aspect in the life of all beings. Language is the
human capacity for acquiring and using complex systems of communication, and a
language is any specific example of such a system. The forms of language are
grouped into several levels: simple words, words formed from other words,
sentences, and discourse. Each of these levels of the language code pairs a certain
form with some meaning. Words consist of elementary sounds: phonemes, syllables,
tones , and stress patterns. Words refer to objects, actions, properties, and logical
connections. Sentences consist of words grouped and organized to relate their
meanings to each other to depict events and states in the world. We can convey these
aspects of meaning using the positions of words in sentences, intonation and stress,
and other structures of our language.

Language have four skills. The four skills mentioned are divided into receptive
and productive skills. Speaking and writing are productive skills, while listening and
reading are receptive skills. First, Listening is the receptive skill in the oral mode.
When we speak of Listening what we really mean is listening and understanding
what we hear. Second, Speaking is the productive skill in the oral mode. It, like the
other skills, is more complicated than it seems at first and involves more than just
pronouncing words. Third, Reading is the receptive skill in the written mode. It can
develop independently of listening and speaking skills. Reading can help build
vocabulary that helps listening comprehension at the later stages, particularly. And
the last, Writing is the productive skill in the written mode. It is more complicated
than it seems at first, and often seems to be the hardest of the skills.

This research leads to Reading, especially Reading Comprehension. It is aimed at

applying the reading comprehension in students’ ability through the role playing
method. Comprehension is a learning process. It is the ability to understand and gain
meaning from what has been read and being able to communicate this information to

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others. Reading comprehension is the important skill that must be applied. Reading
comprehension skills allow readers to move from elementary reading to effective
reading.

Based on the experience of the researcher when was in senior high school as
student, the researcher had some difficulties of reading especially for reading
comprehension. It was difficult for researcher to read some long text and comprehend
that text. It must be read over all and found the difficult vocabularies based on the
text and looked for the meaning words in dictionary and the researcher thought that it
was not interesting for the researcher to study reading and the class did not look live.
Reading is the things hard tobe learned. That is in students’ mind. They do not like
reading and not all of students like reading. The students always assume that study
reading is so bored like read a long text. It causes that teacher cannot give or apply
the methods or strategies. So it makes the students do not want to follow seriously
the learning teaching in class. So the teacher must know and solve the solution to
make students not to feel bored learn reading. In this research, the researcher will
apply the role playing. That is why this skill of language is very important issue to be
discussed, especially to improve the students’ ability in reading comprehension
through the role playing method.

B. The Identification of the Problem

This research is identified as having relation to :
1. The students’ difficulties of reading especially for reading comprehension
2. The student assume that’s not interesting find the difficult vocabularies based on
the text and looked for the meaning words in dictionary.
3. The class do not look live when teacher learn reading to the students.
4. The students do not follow seriously the learning process in reading.
5. The teacher do not give or apply the method to improve the students’ ability

C. Scope and Limitation

This study is focused and limited on improving the students’ ability in

reading comprehension. The method that will be used to improve the students’ ability
is The Role Playing Method.

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D. The Formulation of the Problem
The problems of this research are formulated as the following :
1. How to apply the role playing method in reading comprehension to improve
the students’ ability?
E. The Objectives of the Study
In relating to the problems of the study, the objectives of this research are :
1. To describe the process of improving the students’ ability in reading
comprehension through the role playing method.

F. The Significance of the Study

Findings of this study are expected to be useful and significant for :

1. Teachers ; who want to apply the role playing in reading comprehension to

improve the students’ ability. They can use it as reading method or teaching
method when they discuss about this problem, especially for reading
comprehension.
2. The students ; this study can be stimulus the students to conduct the further
studies about reading comprehension. The role playing method is easy way
for student in doing the English learning especially for reading. It may be
repair the learning of student in English lesson or the others lesson.
3. Other researcher ; finding of the study can be used input material for further
research and as a requirement for promotion and bracket

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CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Framework
1. Reading
1.1. Definition of Reading
Reading is one of the basic communicative skills of English. It is an
important part of English, this is the way of gaining information from written
source. Harmer (1991: 68), states that reading is useful for other purpose; it
provides good models for English writing and also provides opportunities to
study language. For the reasons it will be important to make the reading
activity as effective as possible. Reading is the effective way to get
information.

Reading is an interactive process. Reading can be seen as an interactive

process between a reader and a text which leads to automaticity or reading
fluency. Reading is the process of constructing meaning through dynamic
interaction among the reader’s existing knowledge, the information suggested
by the written language, and the context of the reading situation (Farrell,
2002). Reading is an active skill, where the reader interacts with the texts, and
some extent the writer.

Reading is a lifelong activity. Those who enjoy reading derive pleasure

and satisfaction from it. Adigun and Oyelude (2003) observe that skill in
reading will not only assist pupils in organizing their thoughts and jotting
down important facts while reading, but also equip them to comprehend
entire texts. Reading is a crucial form of communication through which we
get most of the information required in teaching and learning situations and in
everyday life. Krashen (1993) says that we learn to read by reading, not
through drill and practice, but by free volition, and in this way learners
become readers.

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Reading is the recognition of printed or written symbols, which serve as
stimuli for the recall of meanings built up through the reader's past
experience. It has also been described as a process of translating alphabetical
symbols into a form of language from which the native speaker has already
derived the meaning. According to Lawal (1996), readers use the symbols to
guide the recovery of information from their repertoires and subsequently use
this information to construct interpretations of the message. Adewole (2001)
describes “critical reading skill,” which students need to read, explore, and
appreciate a literary text effectively. The ability to read is a crucial skill for
information retrieval (Dike, 2006).

1.2. Purpose of Reading

The purpose of reading is to connect the ideas on the page to what you
already know. If you don't know anything about a subject, then pouring words
of text into your mind is like pouring water into your hand. There are four-
primer skills in language learning. They are speaking, listening, writing, and
reading. One of the skill is reading which reading its self has so many
purposes. Everyone has their own reason when they read something.

Grabe and Stoller (2002:13) state the purpose of reading as follow:

a. Reading to search for simple information
In reading to search, we typically scan the text for a specific
piece of information or a specific word.

b. Reading to skim quickly

Reading to skim (i.e. sampling segments of the text for a
general understanding) is a common part of many reading task and a
useful skill it is own right. It involves, in essence, a combination of
strategies for guessing where important information might be in the
text, and than using basic reading comprehension skills on those
segments of the text until a general idea is formed.

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c. Reading to learn from texts
Reading to learn typically occurs in academic and professional
contexts in which a person need to learn a considerable amount of
information from a text.

d. Reading to integrate information, write and critiques texts.

Reading to integrate information requires additional decisions
about the relative importance of complementary, mutually supporting or
conflicting information and the likely restructuring of a rhetorical frame
to accommodate information from multiple sources. These skills
inevitably require critical evaluation of the information being read so that
the reader can decide what information to integrate and how to integrate
it for the reader’s goal. In this respect, both reading to write and reading
to critique text may be task variants of reading to integrate information.

e. Reading for general comprehension .

The nation of general reading comprehension has been
intentionally saved for last in this discussion for two reasons. First, it is
the most basic purpose of reading, underlying and supporting most other
purpose for reading. Second, general reading comprehension is actually
more complex than commonly assumed.

1.3. Definition of Reading Skill

Reading skills refer to the specific abilities that enable a person to read
with independence and interact with the message. Students at the university
do a lot of reading unlike in secondary school. Some tips to help in having
good reading skills are active reading and styles of reading. Reading skills
enable readers to turn writing into meaning and achieve the goals of
independence, comprehension, and fluency. Definition Reading skills are
specific abilities which enable a reader to read the written form as meaningful
language to read anything written with independence, comprehension and
fluency, and to mentally interact with the message.

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2. Comprehension
2.1. Definition of Comprehension
Comprehension is recognized as an acquired skill that is focused on the
understanding of input. Well-developed comprehension abilities involve
interactive strategy use to come up with a meaningful understanding of the
input. Understanding a written text by extracting the required information
from it as efficiently as possible. And, for the purpose of comprehending the
written language, silent reading is commonly done” (Rivers in LB LIA,
2000). Comprehension is a highly complex cognitive process involving the
intentional interaction between the reader and the text to create meaning
(National Reading Panel, 2000). In other words, comprehension doesn’t just
happen; it requires effort. Readers must intentionally and purposefully work
to create meaning from what they read.

Comprehension is the ultimate goal of reading. Therefore, the primary

purpose of reading instruction is to help students develop the skills and
strategies needed to successfully construct meaning from text. Students must
read a lot. They must establish sufficient reading fluency to allow them to
focus attention on gaining meaning from text instead of decoding. Rather than
simply mastering isolated skills, students must be able to orchestrate multiple
strategies before, during, and after reading. In addition, students must develop
their knowledge base on a variety of topics in order to understand a wide
array of texts. Overall, comprehension instruction must teach students how to
intentionally interact with the text to create meaning. Developing students’
comprehension takes time, and instruction must begin early.

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3. Reading Comprehension
Reading comprehension is process of making sense of the written ideas
through meaningful interpretation with language. Reading comprehension is best
viewed as multifaceted process affected by several thinking and language
abilities. Reading comprehension involves taking meaning to a text in other to
obtain meaning from the text. Turner (in Alexander, 1988 : 159) stated and
individual may be said to comprehend a text fully when he can :
1. Recognize the words sentences of the text and know what these words and
sentences means (obtain literal meaning)
2. Associate meaning, both denotative and connotative, from personal
experiences with the printed text (obtain inferential meaning)
3. Recognize how all these meaning and/ or his perceptions of them fit together
contextually.
4. Make the value judgements about and based on, the reading experience (rea
critically)

Reading comprehension means understanding something that you read

and not just read through. Whenever you read something, there may be instances
when you just browse through a paragraph which you are reading. On the
contrary, at times, you may try to understand what the content is. The latter is the
actual way of reading comprehension. You must be able to recollect, assimilate
and reproduce whatever you have read. Needless to say, this is the most
important skill for success in academics and your career. People who like to read
actually comprehend whatever is written. Since reading comprehension is
individualistic, so is the interpretation.

The RAND Reading Study Group defines comprehension as “the process

of simultaneously extracting and constructing meaning through interaction and
involvement with written language” (RRSG, 2002). Reading comprehension is a
complicated set of processes that has been studied relatively little compared to
the other areas of reading. In spite of the lack of research on reading
comprehension only disabilities, there is consensus that all students with any type
of reading disability benefit from direct, systematic, explicit instruction in
reading comprehension skills and strategies.

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4. Role playing Method
The Dictionary of Education explains role-playing as "an instructional
technique involving a spontaneous portrayal (acting out) of a situation, condition,
or circumstances by selected members of a learning group." The situation to
which the person responds may be either structured or unstructured.

A general definition for role play has been defined by Van Ments (1999)
as an activity in which students are asked to view themselves or play another
person in a certain context and act out the situation. He suggests that students
learn about themselves, other students, and the situation of the role play. Salies
(1995) states that role play activities provide students with communicative
competence, so that students feel comfortable to interact with people in the
outside world. He proposes that role play activities are activities that offer the
potential for great learning since they simulate and allow for practice of real
world language.

Role-play is a structured experience in which learners get an opportunity

to act out problems concerning human relations and human interactions before a
group of co-learners and facilitators. Role play is a conscious attempt to examine
the various roles played in actual life.

Features of role play are activating, energizing, involving and absorbing

activity and it provides opportunities for developing new insights and sensitivity
by looking into oneself as well as others points of view, feelings, behaviors and
experiences. It generates valuable data about human relationships and
interactions and exposes learners to the dynamics of a situation.

Role play activities allow for students to learn conversational routines

related to language that is context-specific, and allow for learning various speech
acts: initiating a conversation, being evasive, asking for information, asking for
help, talking about ordinary facts, and making introductions (Salies, 1995).

Readers Theater (Martinez, Roser, & Stricker 1998/1999; Worthy 2005)

is another way that role play can be used the classroom as a way for students to

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practice oral interpretation, expression, vocabulary development, and overall
reading comprehension, as well as improve fluency. Flynn (2004) notes that
when students participate in Readers Theater, it is more engaging and interesting
for the students to perform; the use of appropriate movements and relevant
gestures can lead to a more dynamic performance as well as retention of the
material.

The use of role play or drama is just one way that the foundational skills
of reading can be built. Some examples of such skills are; vocabulary
development, rate, fluency, expression, as well as the ability to read grade level
text with purpose and understanding.

Role-play is a method of simulation used commonly to teach

communication skills. Role-play methods can be enhanced by techniques that are
not widely used in medical teaching, including warm-ups, role-creation,
doubling, and role reversal. The purposes of these techniques are to prepare
learners to take on the role of others in a role-play; to develop an insight into
unspoken attitudes, thoughts, and feelings, which often determine the behavior of
others; and to enhance communication skills through the participation of learners
in enactments of communication challenges generated by them.

It helps establish casuality – understanding stimulus-response situations-

why certain behaviors provoke certain responses, etc. It helps in identifying
problems both at individual and group levels and analyzing them. It serves an
evaluation function by facilitating individual and group change through feedback
from others and through self-assessment. Forms of Role Play include simple role-
play, multiple role-play and socio-drama.

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4.1. The Application of The Role Playing Method in Classroom

Role playing in the classroom works best when there is an attempt to

follow a definite sequence of steps. The sequence outlined below allows for a
logical ordering and development of the role-playing session. It has been
tested successfully by teachers.
1. Prepare class for role-play

 Present an artificial problem, situation or event that represents some

aspect of reality.
 Define the problem, situation and roles clearly.

2. Give clear instructions

 Determine whether role plays will be carried out using student

volunteers in front of the class (the teacher may or may not play a
role), in partnerships/small groups with every student playing a
role, or in small groups with role-players and observers.
 Divide students into groups, if appropriate, use small
group activities.
 Model the skill with a scripted role play.
 Suggest including a few-minute time limit; and the opportunity to
perform more than one skill practice2.

3. Act out role-plays

 Students follow the procedure outlined by the teacher to act out

role plays.
 Unless the teacher is playing a role, it is helpful to walk around the
room and observe how students are experiencing the role play and
offer coaching to students who are stuck.

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4. Discussion (small group and whole class)

 Begin by allowing players to communicate feelings experienced

during the role play.
 Have students identify sexual health skills that were demonstrated
during the role play.
 Determine actions that strengthen or weaken these skills (i.e. body
language).
 Discuss how this role play is or isn’t similar to real life.
 Identify ways of using identified skills in real life situations.

4.2. The advantages of Role Playing Method

One benefit of role the play activity is that it teaches with a listener in
mind (Maley & Duff, 1982). In a role play activity, a student takes on a role
and interacts with another student who takes on a listening role. For
classroom instruction that focuses on learning a language, it makes sense to
include activities that look at language through the perspectives of roles and
the existence of a listener (Salies, 1995). Salies states that in everyday life,
the role that a person assumes is determined by the role of the listener

Advantages of Role play are a simple and low-cost method. Focuses right
on the problem and helps learners deal with it. Throws considerable light on
crucial issues within a short period of time. It provides low risk opportunities
to individuals to experiment with new behaviours and open oneself up- with
support and understanding in the group. There are some advantages of Role
Playing Method ;
1. Children have always learned from mimicking or duplicating the actions
of others, including their parents and peers. Role-playing is simply a
continuation of the learning already done by students.
2. People enjoy playing, especially young people. If students are already
motivated to play, learning through play would become even easier.
3. Role playing encourages the use of critical thinking because it involves
analyzing and problem solving, therefore role play is a cognitive learning
method.

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4. Role-playing teaches many lessons; some of the most important lessons it
teaches are lessons that are needed in society, competition, cooperation
and empathy.
5. Participation in role-play allows students to make decisions, and through
the feedback he or she receives, he sees the results of his actions, and can
therefore learn how to adjust his words and actions to produce more
likeable results.
6. Role-play allows for the interaction between classmates, and peers. It also
allows introverted students to speak out. It helps to break down ”cliques”
7. Role-play allows for the exchange of knowledge between students. The
teacher is also able to see the various capabilities of students at the same
time.

4.3. The disadvantages of Role Playing Method

Disadvantages of Role Play are if the learners are not involved fully,
learning can be hampered and the session serves mostly an entertainment
value. Participants can get intensely involved in their roles and may not be
able to look at themselves and the dynamics from a distance. Role-playing
can become an end in itself-roles can be exaggerated, distorted or
underplayed. this tends to reduce its potential for learning. During the
reflection after role-play, much attention needs to be paid to highlight
dynamics and issues on which it was based. if enough care is not exercised,
reflection can be curtailed or distorted, thereby undermining learning from it.

As there are always advantages one must also look at the

disadvantages when deciding to use role playing as a teaching strategy.
The teacher’s objective can fail if students fail to imitate the correct role.

Since role playing is seen as an enjoyable activity for student, it

might create a threat to classroom atmosphere which can lead to the
destruction of normal discipline of the classroom.

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Another disadvantage of role playing accuracy and relevance that is
being learned. The teacher can control this by putting constraints but the
more constraints the situation has the less effective role playing can be
for students’ learning.

B. Conceptual Framework
Reading is one of basic communicative skills of English. It is an important part of
English, this is the way of gaining information from written source. Reading is active
skill, where the reader interacts with the text and some extent the writer. Of course, if
we tell about reading, we will refer to text.

In reading, we do not just read the text. For understanding overall of the content
of text based on the elements, we must understand through the reading
comprehension. Reading comprehension means understanding something that you
read and not just read through. Whenever you read something, there may be instances
when you just browse through a paragraph which you are reading. On the contrary, at
times, you may try to understand what the content is.

Role-play is a structured experience in which learners get an opportunity to act

out problems concerning human relations and human interactions before a group of
co-learners and facilitators. Role play is a conscious attempt to examine the various
roles played in actual life.

It helps establish casuality – understanding stimulus-response situations-why

certain behaviors provoke certain responses, etc. It helps in identifying problems both
at individual and group levels and analyzing them. It serves an evaluation function by
facilitating individual and group change through feedback from others and through
self-assessment.

So the researcher wants to be easy for the students to understand the short story
through the role playing game. So that, the students can know overall the content in
the story that they read with their action as like role playing game. In this case, the
researcher wants the students can get the best achievement for reading

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comprehension, in order to all students arenot difficult to understand the meaning of
the story is about.

C. Hypothesis
the title is “Improving Student’s Ability in Reading Comprehension
through The Role Playing Method” . This research aimed to describes the process
of increasing students’ reading comprehension by The Role Playing Method. The
Role Playing Method suitable method for teaching reading. It can improve
student’s reading comprehension because the procedures are done groups so that
student can indicate, help each other and freely share their ideas about the text.
So, this method makes easier to remembering the story.

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CHAPTER III

METHOD OF RESEARCH

A. Location
This research will be conducted carry out at SMAN 15 MEDAN. It is located in
Pembangunan Street number 11. This study will be started on October 2014 until
March 2015.

B. Population and Sample

1. Population
According to Arikunto (1997: 108) population is the whole subject of
research. Furthermore, in encyclopedia of educational (in Arikunto, 1997: 108)
states that a population is a set (or collection) of all elements possessing one or
more attributes of interest.

Based on the opinion above, the population of this study was all of the
eleventh grade of 2013/2014 academic years which consists 308 students of
SMAN 15 MEDAN.

2. Sample
If the researcher intends to investigate part of population, the research so-
called sample research (Arikunto, 1997: 109). He adds that a sample is a part of
population that will be investigated.

In this case, the researcher take rhe sample by over all. The sample for
correlation research is chosen by using the method acceptable sampling.

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1. Table of Population and Sample

No Class Sum of Population

1. XI IPA 1 40
2 XI IPA 2 40
3 XI IPA 3 40
4 XI IPA 4 40
5 XI IPS 1 35
6 XI IPS 2 38
7 XI IPS 3 40
8 XI IPS 4 35
Total 308

C. Research Design
The research of this study will apply Classroom Action Research (CAR). Small –
scale classroom research implemented by teacher and direct at improving learning
outcomes is called action research. Action research is defined as the systematic
collection and analysis of data relating to the improvement of some area of
professional field. The purpose of action research are to improve the quality of
studying practice, to find solution and to solve the problem.
There are many possible reasons for conducting action research, they are :
1. To know more about our learners and what was found motivating and
challenging.
2. To know more about ourselves as teachers – how effective we are, how we
look to our students, we are look ourselves of we will observe our own
teaching.
3. To gauge the interest generated by certain topics or judge the effectiveness
of certain activity types.
Action research has three conditions that must be exits. Firstly, a project relates to
a social practice, regarding as form of strategy action susceptible of improvement.
Thus, action research aims at improving student’s learning and the outcomes of
teaching learning process. Moreover, it concerns to four steps namely: Planning,
action, observation, and reflection.

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Concerning with the above statements, this research is categorized as descriptive
quantitative research because it consisted of one variable. In this study, the researcher
must collect data that related with the title; how to improve the students’ ability in
reading comprehension through the role playing method.

The data is collected by administering test, where the eleventh grade students of
SMA N 15 MEDAN is applied the role playing method to improve the students’
ability in reading comprehension.

D. Instrument of Collecting the Data

In collection data, essay test is used. The students answer essay test. The
observation sheet is identify all the condition that will happen during the teaching
and learning process while questionnaire sheet is known the feeling, problem and
other condition of the students. It is useful to describe the students’ reading
comprehension improvement.

E. Technique of Research
As stated previously, this study is intended to find out the students’ ability in
constructing passive sentence, therefore, the researcher will use test as instrument for
collecting data. Arikunto (1985: 29) states that “instruments are set of questions or
exercises or other tools which are used to measure skill, knowledge, intelligence,
achievement, and attitude of someone or group of people”. Based on this opinion, the
test is absolutely needed to measure the student achievement after teaching and
learning process.

In this case, the instrument used to collect the data in this study is an achievement
test. It is aimed at knowing the improving the ability of the students of SMA N 15
MEDAN in the school year 2014 / 2015 in reading comprehension through the role
playing method.

The instrument was essay test from doing the role playing in action. It consisted
two items where the students were asked what they know about what they do.

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a. Technique for Collecting Data
Before collecting the data is began, the researcher will be adminstered the
pre-test to identity the basic knowledge of students in reading comprehension.
The procedure of data collection is conducted by administrating two cycles.
Each consist of for meeting. Every meeting will include four steps. They are:
planning, action, observation, and reflection.

Cycle 1

In this cycle, the students reading comprehension is measured and

their problem is reading comprehension is analyzed. The student’s attitudes
toward reading will be seen clearly.

a. Planning

Planning is a arrangement for doing something In planning it is

considered everything that is related to that action that was be done and it also
prepared everything that was be need in teaching and learning process. There
are many activities that are done in planning they were :

a. Making the pretest as the instrument to know students’ achievement in

reading comprehension before getting the treatments.
b. Preparing and designing text that are use during the cycles.
c. Preparing the questionnaire sheet, and observation sheet and that is be
used to know students reaction and class condition as whole, and also
to see the development that since the applying of methods.
d. Determining the collaborator who help the researcher to do research,
to analyze the weakness in learning process to reflect the result of
teaching learning process.
e. Planning and designing the application models of teaching and
learning of Role Playing Method.
b. Action

Action is the process of doing it is implementation of planning so this

phase, everything that will be planned. There are many activities in action they

are :

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a. The students will think about the definition and the importance of reading

comprehension.

b. Then, students are taught about the procedure of The Role Playing

Method to improve the student’ ability in reading comprehension.

c. Students are made a plan about the methods of their discussion so that

their discussion can be effective and can understand the subtopic.

d. Each person has ready to give comment from the test.

e. Students will prepare the small group and discuss the topic.

c. Observation

Observation is done to record the processor during teaching and

learning process. Besides that, the observer the technique that is used by the

researcher in order to give the comprehension and improved the result of

student learning the material given. The observation in classroom while the

teaching learning process. It is about the behavior, attitude and all the

activities while giving the action.

d. Reflection

Reflection is the feedback process from the action that has been done.

It is very necessary to make the writer make decision for what to do or to

revise. From the result of the observation, the problem that exist, the causes

of the problem are analyzed.

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Cycle II

In the second cycle, the researcher will make the plan based on difficulties

of the students. So, in this step, the researcher plan detail about the activities that

is done. After the researcher prepare the planning to, so the researcher will apply

in the action and develop it in to the procedure of role playing method to improve

students’ ability in reading comprehension. In observation to collaborator observe

the students’ activity during teaching learning process.

a. Planning

1. Preparing and designing of text that is used during the cycle.

2. Preparing and making the question are need when doing the teaching

learning.

3. Preparing the questionnaire sheet, and observation sheet and that is used

to know students reaction and class condition as a whole, and also to see

the development that existed since the applying of role playing method.

4. Giving chance to the students to ask about the role playing method if they

don’t understand.

b. Action

1. The students are taught about the definition and the importance of reading

comprehension.

2. Then, students are taught about the role playing as one method to improve

students’ ability in reading comprehension clearly.

3. Teacher asks them to play their role in front of class with their each group.

4. After they role their play in front of class, teacher asks them about what is

the main point about the text.

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5. The other students may give a comment when the explanation of students

that do the role need to change or add.

6. They may do the debate about the other students’ comment that they are

not accepted.

c. Observation

1. Students were confused about the procedure of Role Playing Method.

2. Many students will be active in doing the role play, even some of them

make noisy when the teaching-learning process.

3. The teacher explaine about the Role Playing Method clearly.

4. The teacher give chance to students to comment the others group that play

the role in front of class.

5. The teacher admonishe the student who couldn’t control their voice to be

quite.

6. The teacher move around the class during doing the role playing in order

to see the students difficulty in discussing and to give helping when

needed.

d. Reflection

1. Most of the students are not confused about the procedure of Role Playing.

Because the teacher explain about role playing method clearly.

2. Many students will be active in doing the role playing, even some of the

make noisy when the teaching-learning process, they has know to do in

discussion.

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3. Many students will try to express their role confidently because they

wanted to give the best.

4. The teacher explain about the procedures of role playing method clearly.

5. The teacher admonish the students who can’t control their voice and

attention to be quite so most of the students tried to keep attention.

6. The teacher move around the class during doing the role playing in order

to see the student difficulty in discussing and to give helping when need

so many student ask something related to the role playing and the

procedure of role playing method

In the second cycle, the teacher controll the class better than in the first cycle.

The teacher motivate the students to give the best, ask the students to give questions or

comments if they don’t understand about the topics or about the stop think do method.

The result of research indicated that there is an improvement on the students’ ability in

reading comprehension which is taught role playing. It is proved by the data which show

that the mean of the first meeting, second meeting, and the last meeting .The other

qualitative data that is taken from observation sheet and questionnaire sheet also show

that students’ interest in reading comprehension increased. Because in the second cycle

they can share their knowledge and express their opinion or comment each other and also

find the main idea, difficult words, and students are active in teaching learning

processing.

23
b. Technique of Data Analysis
In collecting data, it is applied quantitative and qualitative data. The
qualitative data is found by describing the situation during the teaching and
learning process. The quantitative data is found by computing the score of
several aspects that influence reading comprehension for the students. To
know the development of students’ score, the mean of the students are
computes and to categorize the master students.

x=
∑ x x 100 %
N
Where :
x = the mean of the students
∑ x = the total score
N = the number of the students

To categorize the number master of students, the researcher uses this

following formula :

R
P= × 100 %
T

Where :

P = the percentage of the students who get the point 70

R = the number of students who get up the point 70

T = the total number of students who do the best

The Validity of The Test

Validity refers to the appropriateness of the interpretation of test result.

Validity is concerned with the extent to which tests results serve their intended
use. Standard and widely adopted classification system. Validity divided into the

24
following basic types (1) content validity, (2) criterion-related validities, and (3)
construct validity. In this thesis, content validity was used in making the test.

In scoring the result of the test, the cumulative score range is 0 – 100. To
obtain the score, the correct answer conducted as follow :

R
S= × 100 %
N

Where :

S = The score

R = The number of the correct answer

N = The number of question

The Reliability of The Test

Reliability refers to the consistency of the information obtained, how to
consistent they each individual from one administration of an instrument to
another. To obtain the reliability of the test, Kuder Richardson Furmula 21 was
used. The formula follow :

R=
K
K −1
1−
[
M ( K −M )
K × S2 ]
KR21 = Coefficient Reliability

K = The number of item the test

M = The mean of the test score

S = The standard deviation of the test scores.

The ideal reliability coefficient is the reliability of the test be categorize as

the following :

0.00 - 0.40 = The reliability is low

0.41 - 0.70 = The reliability is fair

25
0.71 - 0.90 = The reliability is good

0.90 - 1.00 = The reliability is very good

REFERENCES

Maley, A. & Duff, A. 1982. Drama techniques in language learning: A resource book of
communication activities for language teachers. Cambridge [ Cambridgeshire:
Cambridge University Press
William Grabe and Fredericka L.Stoller. 2002. Teaching and Researching Reading.
London: Pearson Education Longman.
Rand Reading Study Group 2002. Reading for Understanding Toward an R&D Program
in Reading Comprehension. Santa Monica, CA: RAND.
Salies, T. 1995. Teaching language realistically: Role play is the thing. ERIC Digest.
(Eric Document Reproductive Service No, ED 424753)
Van Ments, M. (1999). The effective use of role-play: Practical techniques for improving
learning. London, England: Kogan Page

http://en.wikipedia.org/wiki/Language

http://languagedevelopment.tripod.com/id2.html

http://en.wikipedia.org/wiki/Reading_comprehension

http://www.nclrc.org/essentials/reading/stratread.htm

http://www.englishclub.com/esl-articles/200003.htm

http://www.readfaster.com/articles/understanding-reading-comprehension.asp

http://www.readingrockets.org/helping/target/comprehension/

http://www.learninginfo.org/reading-comprehension-problems.htm

http://www.k12reader.com/the-importance-of-reading-comprehension/

http://www.learningrx.com/reading-comprehension.htm

26
http://www-01.sil.org/lingualinks/languagelearning/otherresources/
gudlnsfralnggandcltrlrnngprgrm/ReadingSkill.htm

http://www.readingrockets.org/article/3479/

http://amin-limpo.blogspot.com/2013/03/reading-comprehension-through-
directed.html#more

http://www.distancelearningassociates.com/eng2327/HowRead.htm

http://www.schoolfamily.com/school-family-articles/article/6728-help-with-reading-
comprehension-7-steps

http://beddebah-haterulez.blogspot.com/2012/07/purpose-of-reading.html

http://manas.expertscolumn.com/article/role-play-method

http://www2.maxwell.syr.edu/plegal/crit3/a1.html

http://www.hippyusa.org/the_hippy_model_role_play.php

http://condor.admin.ccny.cuny.edu/~mr9643/Benifits%20of%20Role%20Play.htm

http://serc.carleton.edu/introgeo/roleplaying/reasons.html

http://ss.uno.edu/SS/TeachDevel/TeachTech/ComTeachMeth.html

27
APPENDIX 1
TEST ITEMS

FRIENDSHIP

Melina : "Hey " ( while holding the shoulder Aldin and Yuda )
Yuda : ( looking away from a book ) " Where have you , Mel ? "
Melina : "Here , before from school . "
Yuda : " Do they have what ? "
Melina : " eskul "
Yuda : " you know .. departing why ? "
Melina : " i do not know ya , no problem . "
Yuda : " Oh " ( as he gaze towards Aldin )
Melina : ( frowns as he looks away to Aldin ) " Hey , Di ! "
Aldin : ( Surprised and target one view ) " Why ? "
Melina : " another song to hear what you , Di ? very seriously ! "
Aldin : " Hehe , ya listen to the song again Ayu Ting - Ting . Address False ... "
Melina : " whoa ... fever Ayu Ting - Ting him . " ( Laughs )
Aldin : " Oh yes , Yessie Afrizal where ya at ? "
Melina : " again eskul them mah . "
Yuda : " sob , I entered Asr time , better return ok. "
Aldin : " come on , let's ... "

Empty during school hours , Aldin Afrizal was surprised to see not as usual.
Afrizal : " why are you , Di ? You got a problem ? "
Aldin : " No, Zal . " ( Bowed face )
Afrizal : "Come on , Di . Do not act all the time, honestly you have a problem or not ? "
Aldin : ( Interesting hand and rushed to Afrizal tree )

28
Afrizal : " Why did you bring me here , Di ? "
Aldin : " But you promised , I'm your best friend ! do not preach it to anyone ,

especially Yuda , Melina , Jessie . "

Afrizal : " yes , I promise ! " ( Puts pinky to pinky Aldin )

Aldin : " I am suffering from acute leukemia , Zal . "
Afrizal : " Seriously you , Di ? "
Aldin : "There would be no point , Zal I lied in an atmosphere like this . "
Afrizal : ( speechless )
Aldin : " Zal , I hope there is no sadness in it yourself . This let me be the face and

live.”
Afrizal : " but , In ... "
Aldin : "Come on , Zal . Do not be too extended this problem is mine . "

While in school and Yessie Yuda alarming state of Aldin .

Yuda : " Yes , you know where Aldin ? "
Jessie : " I fikir you know where he is . "
Yuda : " Oh , yeah where is he? He does not usually have arrive this hour , a minute

until the bell sounds again . " ( Face fear while going back and forth )
Jessie : " I do not know . "

Melina and Yessie Yuda approached with grim faces and a rush
Melina : " you come with me ! "
Yessie : " what's going on, Mel ? " ( Frown )
Melina : " I also do not know "
Yuda : "Well how come ? You're the invite , napa you personally do not know the

purpose? " ( Confused face )

Melina : " I've been told to pick Afrizal guys , I wrote ignored him , never mind do a lot

of questions . "
Yuda : " Well ... "

29
Arriving at the destination
Yuda : "Why did you bring us to the hospital , Mel ? "
Melina : " you are going to know his own future "
Yuda : ( pursed
Yessie : " Afrizal ? ? ? " ( Calling Afrizal who was sitting restless with the confusion )
Afrizal : ( staring for a moment without a smile and a little word , that look on his face is

concerned )
Yessie : " you nervous? Why , Zal ? "
Afrizal : ( sighed and stood up from his seat ) . " Come with me ! "
Melina : " Where else , Zal ? "
Afrizal : ( silent with no answer and walked toward the hospital exit )
Melina , Yuda , and Yessie : ( look at each other confused )

Arriving at your destination

Yuda : " Zal , why Aldin house so crowded ? "
Afrizal : ( Running towards the Aldin )
Yuda : "Who died , Zal ? "
Afrizal : " our friend . " ( Beating face )
Yuda : " No way , Zal . Aldin was a cheerful person I fikir he did not have a chronic

disease ! "
Afrizal : (inviting sitting to calm the mind for a moment )
Melina : " Jude , we will never know when his death , even if someone did not have a

chronic illness though , if the divine had been summoned to pass it , we can

not do anything about it , because his decision is final and can not be given

trouble accountability "

Afrizal : " you're right , Mel . But Aldin had a story that she was suffering from acute

leukemia . "
Melina : " What ? Leukemia ? "
Afrizal : " right , Mel . "
Yuda : " continue , why did you not tell you about it ? "

30
Afrizal : " sorry , man . "
Yuhda : "Sorry, what? Try if you know of a first love , maybe we can ngobatin him

together ! " ( Emotional tone )

Afrizal : "Sorry , pal ! Not that I do not want you to know about these guys , but I took
prohibiting Aldin spread it to you . "
Yuda : " but why do you obey her commands . It is for the good of him and us all ! "
Afrizal : " Jude , I just run my promise . " ( Facial emotion )
Melina : "Come on , dude . Do not be too problematic . Ago let it pass . Still there next

we have to face . "

Yuda : "Yes , you just can say so rich , Mel . But you do not know the feeling of pain

and the pain left behind a true friend . "

Melina : " I know , Jude ! Know ! I've also been left behind forever from people who I

love , but someone convinced me to stay motivated and do not dissolve in a

sadness . He says humans are not gone forever her own volition , but fulfill the

divine call ! "

Yessie : "who told you so rich , Mel ? "
Melina : " he is ... Aldin . " ( With a quiet smile )
Yessie : " you're right ? "
Melina : " yeah , I'm not lying at all . So Aldin first message to me was a message for us

all . "
Yuda : " Aldin live means to turn . "
Melina : " yes , that's it, Jude . " ( Smile spirit )

31
APPENDIX 2

Name :

Class :

Question

1. Make some groups appropriate with how many person are in text!
2. Read the text over all without find difficult vocabularies!
3. Do the role play based on the text with your group!
4. Give the comment about your friends’ group after they do the role play!
5. Tell to your friends what the text is about?
6. Retell the text according that you know after you read and do the role play!

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The Question of Interview

a. The question to the teacher in the first meeting

1. What do you think about English?
2. Do you agree that reading English is the most important skill among four
skill?
3. What are the difficulties that you face in teaching reading?
4. What do you think about the students’ skill in reading?
5. How do you usually teach reading the students?

b. The question to students in the last meeting

1. What is your opinion about the role playing method in reading?
2. Do you think that the role playing method useful in teaching reading
especially in reading comprehension?

33
34